Analysing gender gaps in foreign language proficiency self-assessment in comparison to test performance among Czech students: the role of foreign language teachers and class grades

Abstract

ABSTRACT Gender gaps in students’ foreign language proficiency self-assessment can negatively impact their educational careers and position in the labour market. We investigated how female and male students self-assess their English as a foreign language (EFL) proficiency in comparison to their EFL test scores. We further examined the potential differential effect of EFL class-related factors – having a teacher from abroad who is perceived as an English L1 teacher (PEL1T) and an excellent grade in EFL class – on females’ and males’ EFL proficiency self-assessment. Data were collected from 1,399 Czech lower secondary students, who were asked to assess their EFL proficiency on a 7-point rating scale ranging from None to Expert. Our results show that when comparing self-assessment of a female and a male with the same test score, the female would, on average, select a lower self-assessment value than the male. Also, having a PEL1T and having an excellent grade in EFL class are significantly positively associated with higher EFL proficiency self-assessment. However, these positive effects are smaller for females compared to males.